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TRANSCRIPT
Threads: From the Refugee Crisis
Jocelyn Broadwick ([email protected])
Instructor Notes
This essay unit is designed to be used as the second unit of the semester, following Lauren Pollak’s unit on “Deconstructing Our Single Stories” and preceding Sharon Hayes’ unit on “American Culture Through the Eyes of Others.” The theme for the semester is the cultivation of empathy through an in-depth exploration of what it means to be human, an American, and also the “Other.”
This particular unit is set up for a Tuesday/Thursday class schedule, during a traditional 15-week semester, and spans four weeks. Each ENGL 101 class period is divided into four segments—a quick write (15 minutes), a discussion (25 minutes), a mini lesson (10 minutes), and an activity (30 minutes).
Each ACLT class period begins with a discussion of any questions about the unit, unit essay, or anything else going on in ENGL 101 (5-10 minutes). After that, students are invited to share updates they’ve made to their Character Chart and Themes Word Cloud (10-15 minutes). From there, they will participate in a variety of scaffolded activities specifically designed to further develop their proficiency as critical readers, writers, and thinkers and to support the coursework assigned in both classes (60 minutes).
For each essay unit, students will be divided into peer groups. They will work within these groups for the duration of the unit—particularly during the discussion and activity segments of each class period as well as when they workshop the rough drafts of their individual essays. In addition, the group will have the chance to showcase their collaborative efforts via a culminating group presentation.
During the first essay unit of the semester, students participated in mini lessons on the following topics: basic essay structure, crafting thesis statements, creating an outline, integrating sources via quotes, paraphrase, and summary, and the basics of MLA format and citation. In this second essay unit, students will build upon these foundational skills as they learn to differentiate between personal and academic writing, develop an argument, support their argument via common and researched sources, and anticipate and respond to counterarguments. In addition, students will learn the essential search and evaluation strategies they’ll need to successfully complete the unit’s essay as well as future research-based academic writing assignments.
Students are expected to meet one-on-one with me at least twice during the semester— once during the first or second week of class for an initial getting to know each other session and again after the completion of this unit to review their progress through the course so far as well as my feedback on their first two essay assignments. If students would like additional time for personalized conferencing for drafts in progress, they may set up sessions during my office hours. Students are also encouraged to visit the Writing and Literacy Center for further individualized support and attention.
*Instructor’s Note: This theme-based essay unit was created as a CETL Certificate of Global Learning project with the support of the Accelerated Learning Program (ALP) and the Community Book Connection (CBC). I am teaching it for the first time during Fall 2019. As most things, it continues to be a work in progress. Therefore, I welcome any and all comments, feedback, and suggestions based on your experience. 😊
Learning Objectives
ENGL 101
Employ a recursive writing process that includes invention, planning, drafting, revising, editing, and proofreading (CCO 1)
Work collaboratively with peers to plan, develop, and carry out writing projects and provide constructive feedback (CCO 2)
Write an organized essay with a clear thesis (CCO 3) Support the thesis with details, examples, reasons, and other logical evidence
(CCO 4) Develop and apply the critical thinking skills of analysis, synthesis, and
evaluation for a variety of texts (CCO 5) Demonstrate an awareness of historical, social, and/or political contexts through
writing assignments (CCO 6) Employ rhetorical strategies to express complex ideas (CCO 7) Employ strategies in a manner appropriate to a given audience (CCO 9) Utilize technology to solve problems in real-life situations (CCO 10) Conduct research; access and choose appropriate academic sources (CCO 11) Evaluate sources by examining authority, currency, validity, and reliability (CCO
12) Incorporate appropriate academic sources into essays by summarizing, quoting,
and paraphrasing correctly and effectively (CCO 13) Demonstrate, through source-based writing assignments, an understanding of
the logic of multiple methods of documentation and citation (CCO 14)
ACLT 053
Read actively and critically, and effectively use textual annotation (CCO 2) Identify and deconstruct abstract ideas found in complex academic texts (CCO 3) Formulate and explain valid inferences based on information from texts (CCO 4) Write and evaluate arguments for validity and credibility (CCO 5) Synthesize ideas and information from multiple sources and varying points of
view (CCO 6) Construct well-organized, unified, coherent essays and other written responses
with a clear, purposeful thesis statement (CCO 7) Support ideas with adequate and varied evidence (CCO 8) Summarize, paraphrase, and quote information from source materials (CCO 9) Create citations using information from source materials (CCO 10) Tailor language to address a specific audience (CCO 11)
Common Reading
Graphic Novel—Threads: From the Refugee Crisis by Kate Evanso “Threads” through “Invisible Cricket” (p. 7-35)o “Day Tripper” through “Bollywood Fantasy” (p. 36-72)o “Triple Three-in-One Action (Part I)” through “It Was the Best of Times…”
(p. 73-103)o “Triple Three-in-One Action (Part II)” through “Last Dance” (p. 104-145)o “Fairytale” through “Hope” (p. 146-176)
*Instructor’s Note: While free copies of Threads are available for instructors (see various campus pick-up contacts and locations below), students will need to purchase a copy. The list price for the hard cover is $24.95. It can be purchased new on Amazon from $12.95 plus shipping. In addition, it can be purchased used on Amazon from $5.00 plus shipping. The CCBC Library will also have 20+ copies of Threads in circulation. In order to ensure students have access to Threads by the start of the unit, please encourage them to order/reserve a copy within the first two weeks of the first essay unit.
To pick up your free instructor copy of Threads, please see…
Catonsville: Pat Ramsey, HUMN 110 Dundalk: Zolita Courter, COMM 215 Essex: Janet Delgavio, AHUM 231 OR Kelli Brandjes, AHUM 232 Owings Mills: Judi Kummell, O.O 302
Additional Resources
About the Booko “Threads: From the Refugee Crisis - Kate Evans,” Verso Books
https://www.youtube.com/watch?v=dcqXdGQmET8
About the Authoro Kate Evan’s Website
https://www.cartoonkate.co.uk/
Author Interviewso “The power of graphic journalism,” The Sunday Herald
https://www.cartoonkate.co.uk/power-graphic-journalism/o “'The problem is not going to go away': Kate Evans on 'Threads' and the
refugee crisis,” CBR (Comic Book Resources)https://www.cbr.com/the-problem-is-not-going-to-go-away-kate-evans-on-threads-and-the-refugee-crisis/
o “Threads from the Refugee Crisis by Kate Evans,” BBC World Newshttps://www.youtube.com/watch?v=1puGavvB6js
o “‘Threads’ book launch and discussion on the refugee crisis,” Verso Bookshttps://www.youtube.com/watch?v=p8VjBeF-Qks
Reviews of Threadso “Kate Evans, Threads: From the Refugee Crisis,” Peace News
https://peacenews.info/node/8904/kate-evans-threads-refugee-crisiso “Threads: From the Refugee Crisis – Powerful Graphic Journalism from
Kate Evans Shines an Uncompromising Spotlight on a Humanitarian Crisis,” Broken Frontierhttp://www.brokenfrontier.com/kate-evans-threads-refugee-crisis-verso-books/
o “'Threads' Is a Cartoon Sojourn in a Metaphorical Jungle of Real-world Refugees,” PopMattershttps://www.popmatters.com/threads-kate-evans-refugees-cartoon-sojourn-metaphorical-jungle-real-world-2495387083.html
Sources Cited in Threadso “Migrants Sew Their Lips Shut in Protest at Calais ‘Jungle’ Demolition,”
Vicehttps://news.vice.com/en_us/article/d39w9z/migrants-sew-their-lips-shut-in-protest-at-calais-jungle-demolition
News Articleso “When America Was More Welcoming for Refugees,” The Atlantic
https://www.theatlantic.com/international/archive/2016/09/united-states-refugees/500579/
o “2018 Was A Year Of Drastic Cuts To U.S. Refugee Admissions,” NPR
https://www.npr.org/2018/12/27/680308538/2018-was-a-year-of-drastic-cuts-to-u-s-refugee-admissions
Podcast Episodeso “The Future of Immigration,” Future City
https://www.wypr.org/post/future-immigration
U.S. Department of State Website (https://www.state.gov/)o “Refugee and Humanitarian Assistance”
https://www.state.gov/policy-issues/refugee-and-humanitarian-assistance/o “Bureau of Population, Refugees, and Migration”
https://www.state.gov/bureaus-offices/under-secretary-for-civilian-security-democracy-and-human-rights/bureau-of-population-refugees-and-migration/
o “Refugee Admissions”https://www.state.gov/refugee-admissions/
*Instructor’s Note: These are other interesting resources I found while creating this unit that I wanted to use but couldn’t figure out the right way to do so. Feel free to add to this list or to substitute any of the above materials as common readings, conversation starters, research guides, etc. If you make any modifications, I’d love to hear what you used, what you did, and how it went!
Unit Essay
Prompt
Author Kate Evans begins the graphic novel Threads: From the Refugee Crisis with the image of white fences made of lace. Historically, the city of Calais, France was famous for its lace-making. More recently, it became famous as “The Jungle,” housing refugees from the Middle East and Africa seeking asylum in England.
Often when we hear about the global refugee crisis, we think of a problem happening to other people far away. But throughout her work, chronicling her own experiences volunteering in refugee camps in and around Calais from 2015 through 2016, Evans argues that like the threads of delicate lace the town was known for, all of our stories are connected—interwoven by the threads of our shared humanity.
Evans reminds her readers frequently that “everything you are about to read really happened” (p. 6) and also that the refugees whose lives she depicts in her comics aren’t just “tragic stories,” as one British border police officer states, but “reality” (p. 139).
Using the “Essential Questions” below as a guide, write an argumentative essay in which you respond to the burden of knowing. In other words, having borne witness to these realities abroad, as well as the realities of refugees seeking asylum in our own country and even our own community, what—if anything—should be done? How should these reforms be enacted? And perhaps most importantly, whose responsibility is it to affect change?
Essential Questions
What factors have led to the current global refugee crisis? How do the choices we make as individuals—and as a country—affect others
around the world? Is having a safe place to call home a human right? And if so, how do we ensure
it’s guaranteed and not just a luxury?
Requirements
At least 1,000 words (4 full pages) MLA Style—8th edition (header, heading, title, 1” margins, Times New Roman 12-
pt. font, double-spaced, in-text citations, & a “Works Cited” page) At least 4 sources—Threads & 3 researched sources found via the CCBC Library
Rubric
Grading Criteria Weak0-5
Developing6
Competent7
Good8
Excellent9-10
Topic Selection (Global Perspective)
Clear Stance (Thesis Statement)
Argument Development (Main Points & Counterarguments)Argument Organization (Topic Sentences & Body Paragraphs)Introduction/Conclusion
Supporting Evidence
Source Integration (Quotes, Paraphrase, & Summary)Source Quality (Relevance & Credibility)
MLA Citations & Format
Grammar & Punctuation (Academic Tone)
Unit Schedule
ENGL 101 Homework ACLT 053Week 1Day 1(Tues)
Watch “Threads from the Refugee Crisis – Kate Evans”
Discussion: What is the refugee crisis?
Lesson: Personal vs. Academic Writing
Activity: Refugee Facts
Read “Threads” through “Invisible Cricket” (p. 7-35)
Finish “Refugee Facts” activity—Remember to submit your group’s final responses to Blackboard by the start of next class period!
Scaffolded Activity: Character Chart
Scaffolded Activity: Themes Word Cloud
Begin to read Threads aloud together in class. As we encounter each new character and as each new theme strikes you, record any notes and other ideas on your Character Chart and Themes World Cloud. Continue to complete the chart and word cloud as you read the graphic novel. We’ll begin each class period reviewing what you’ve come up with!
Week 1Day 2
(Thurs)
Quick Write
Lesson: Finding Sources
Discussion: Why is there a crisis?
Activity: Contemplative Photography Activity
Read “Day Tripper” through “Bollywood Fantasy” (p. 36-72)
Finish “Contemplative Photography Activity”—Remember to submit your collage & 2-paragraph artist statement to Blackboard by the start of next class period!
Scaffolded Activity: Research Report
Continue filling in your Character Chart and Themes Word Cloud!
Also, using the search strategies we reviewed in ENGL 101, spend some time this weekend looking for researched sources from the CCBC Library’s databases that you can use as support in your unit essay. If you need help, schedule a R.A.P. session with a CCBC librarian!
Week 2Day 1(Tues)
Quick Write
Discussion: Who are refugees?
Lesson: Evaluating Sources
Activity: The C.R.A.A.P. Test
Read “Triple Three-in-One Action (Part I)” through “It Was the Best of Times…” (p. 73-103)
Using the search strategies we reviewed last week, find a researched source from the CCBC Library’s databases that you can use as support in your unit essay. Once you’ve found your source, use the C.R.A.A.P. Test to evaluate its credibility, relevance, & usefulness. Remember to
Scaffolded Activity: This Is Home
Continue filling in your Character Chart and Themes Word Cloud!
After viewing the first part of the documentary This is Home: A Refugee Story, write a 1 to 2-page letter to a friend describing what life has been like for the 4 Syrian refugee families who have resettled in Baltimore. In your letter, be sure to mention the specific challenges they face, their dreams of what they thought America would be like versus the
submit your completed C.R.A.A.P. Test to Blackboard by the start of next class period!
reality, and overall how they’re adjusting to their new lives away from their home, family, and country. In addition, include any important background information your friend will need to know in order to better understand their situation as well as a brief reflection on what hearing their stories has made you feel and think. Post your finished letter to Blackboard by the start of next class period!
Week 2Day 2
(Thurs)
Quick Write
Discussion: How are we connected?
Lesson: Developing an Argument
Activity: Arguments IRL
Read “Triple Three-in-One Action (Part II)” through “Last Dance” (p. 104-145)
Review the unit essay prompt, and determine the argument you plan to make. Specifically, write a working thesis statement and 3-5 reasons you will use to support your views. In addition, draft a call to action regarding what you want your readers to know, understand, believe, or do as a result of reading your essay. Post your thesis statement, supporting reasons, and call to action as an argument outline to Blackboard by 11:59 p.m. on Sunday. On Monday, review your classmates’ argument outlines, and respond to at least 2, commenting on the effectiveness of their current thesis, the relevance of their reasons in support of their views, and how you believe their call to action will be received by their audience.
Scaffolded Activity: Essay Planning
Continue filling in your Character Chart and Themes Word Cloud!
Finish all 3 parts of your Essay Planning activity (prewriting, essay proposal, and annotated bibliography) before next class period. While you may handwrite an informal draft in class, you should submit a formal typed version to Blackboard in order to receive important feedback from me regarding your progress!
Week 3Day 1(Tues)
Quick Write
Discussion: What do others think?
Lesson: Responding to Counterarguments
Activity: Pew Research Debate
Read “Fairytale” through “Hope” (p. 146-176)
Review the feedback you received from me and your classmates regarding your unit essay’s thesis, reasons, and call to action. As you make the necessary revisions, work to incorporate counterarguments into your outline. Specifically think about where you’d like to address these counterarguments in your essay and also how you plan to convince your critics that your view is “right”. Post your revisions to Blackboard by 11:59 a.m. on Wednesday. Then, on Wednesday night, review your classmates’ revisions, and respond to at least 2, offering further ways they can improve their argument and counterarguments.
Scaffolded Activity: Comic Strip
Continue filling in your Character Chart and Themes Word Cloud!
At the end of Thursday’s class, we will participate in a Circle Practice. Please bring in 1 item that is a reflection of “home”—however you choose to interpret what that word means. Your item should be a physical object that can be seen and touched by others and personally significant to you—even if its importance may not be shared universally.
Week 3Day 2
(Thurs)
Quick Write
Discussion: What can we do to help?
Lesson: Supporting an Argument
Activity: Collective Call to Action
Threads Essay rough draft—Remember to bring in printed copies of your essay (one for each member of your unit group including you) for our peer workshop next class period!
Scaffolded Activity: Source Integration Practice
Scaffolded Activity: Circle Practice
Week 4Day 1(Tues)
Threads Essay peer workshop
Work on group presentation
Threads Essay group presentation—Remember to upload a copy of your presentation via Blackboard before the start of class!
Scaffolded Activity: Revision Plan
One-on-one Mini Conferences
Finish your revision plan and submit it to Blackboard by the start of next class period! If you finish while still in class, go ahead and begin making the revisions.
Week 4Day 2
(Thurs)
Threads Essay group presentations
Work on final drafts
Threads Essay final draft—Remember to upload your essay to Blackboard before the start of class!
“Homespun” Exhibit Prep
Finish This Is Home
*Instructor’s Note: The CBC has arranged author Skype sessions with Kate Evans (which could be substituted for really any activity in ENGL 101/ACLT 053 above)! For more information regarding specific times, dates, and locations, please contact CBC Director, Dr. Kim Jensen ([email protected]).
Quick Writes
*Instructor’s Note: I’ve started using these “Quick Writes” (submitted as journals in Blackboard) instead of reading quizzes as they help to focus students for the day’s lesson and assess their comprehension of the previously assigned reading in a low-stakes manner without the pressure of a formal assessment. Plus, they help to ensure students are writing each class period and also provide a space for them to reflect on their own original thoughts and ideas they may eventually want to incorporate in their unit essay while simultaneously alerting them to textual support they can reference as evidence. For the sake of time, I let them each choose which of the two questions they’d like to answer and then give them a grade—with individualized feedback—based on the quality and completeness of their response. We also briefly discuss possible answers together as a large group once everyone is finished.
“Threads” through “Invisible Cricket”
1. When Kate Evans first enters “The Jungle” she remarks, “I don’t know what I thought I’d see but I didn’t expect this” (p.8). What does Evans “see” on her first trip to the camp? Also, how have your own expectations of what a refugee camp is like changed after reading this passage?
2. As Evans meets and starts to form personal relationships with the Calais refugees, she learns the various reasons they’re seeking asylum. What are these reasons? And how do the political leaders and citizens of France and England perceive the refugees’ request and also feel about their presence?
“Day Tripper” through “Bollywood Fantasy”
1. In the chapter “It’s Not a Fucking Day Trip,” Evans meets Hoshyar, a refugee who has slept in the “The Jungle” a total of 120 nights. With the final eviction from Calais looming, Evans says that Hoshyar’s story “shouldn’t be a personal” one but a “political one” (p. 60). What does Evans mean when she says this? Do you agree?
2. On page 67, Evans interrogates the metaphor that refugees are a “flood” by turning it on its head and asking, “Who turned on the tap?”. In what ways are Evans and her fellow citizens complicit in the conditions that cause the refugees to flee their homes and illegally enter Europe?
“Triple Three-in-One Action (Part I)” through “It Was the Best of Times…”
1. As Evans reflects on how she can best use her talents to encourage and support those living in the camps, she asks herself, “What can I give someone who has very little and is about to lose even that? I can give them a piece of paper with their portrait on it” (p.75). What affect do these portraits have on the refugees? How do they see themselves as a result of Evans painting them?
2. As Evans, her husband Donach, and her friend Jet spend more time with Hoshyar and his roommate Alaz, they learn more about each other—including all they have in common. How are the five of them alike? How are they different? Which qualities seem more prominent—their similarities or their differences?
“Triple Three-in-One Action (Part II)” through “Last Dance”
1. In the chapter “D-Day,” Evans reflects on witnessing the best and worst of humanity as police have promised to lift the siege on the refugee camp at Dunkirk but then do the opposite. What happens, and why are Evans and her fellow volunteers initially inspired and then devastated?
2. On pages 140-141, Evans juxtaposes the claims of the refugees with those of their critics. What is the effect on the reader of this decision? Also, what solution does Evans propose to appease the skeptics?
“Fairytale” through “Hope”
1. Evans begins this last section of the novel writing a “fairytale” ending for Hoshyar. However, as she notes on the top of page 150, “I can imagine the other story too, and it feels too real.” What happens in both versions, and where does the ending of the second one leave Evans—both physically and mentally?
2. In “Hope,” the final chapter of Threads, Evans argues for open borders as the solution to the refugee crisis. What specific points does she make in support of this plan? Are you in agreement? Why or why not?
Discussion Prompts
What is the refugee crisis?
Get into your unit groups, and grab a marker.
As a group, assemble in front of one of the giant sticky notes. At your chosen note, work together to write down everything that comes to mind (e.g., thoughts, feelings, questions, etc.) when you see the term listed at the top.
When I say switch, move on to the next giant sticky note. Rotate through on my command until each group has had a chance to discuss and record for each term. When finished, we’ll come together as a large group to share what you came up with.
*Instructor’s Note: This first discussion prompt is essentially a gallery walk. The terms listed on the giant sticky notes are “asylum,” “migration,” “open borders” “refugee,” “sovereignty,” and “transitory.” If you’d prefer, standard flip chart paper and masking tape could also work. The idea is to get students’ initial impressions of these important vocabulary words for this unit and also to gauge their understanding of each before they dive into reading the graphic novel. During their in-class activity for the day, students will work to define these terms and also learn about other aspects of the global refugee crisis using the resources provided from the USA for United Nations High Commissioner on Refugees (UNHCR) website (https://www.unrefugees.org/).
Why is there a crisis?
If you take a look back at the “Essential Questions” for this unit, you’ll notice the first one is “What factors have led to the current global refugee crisis?”. In other words, in order for you to accurately form your own perspective on this social issue, you need to place it into context by examining its origins. Put more simply, how did we get here? And why?
The CCBC Library (http://library.ccbcmd.edu/) has many wonderful resources to help you answer these questions! In fact, the Library has several pre-made research guides http://libraryguides.ccbcmd.edu/?b=g&d=a) specifically on Threads (http://libraryguides.ccbcmd.edu/threads/camps), immigrants and refugees (http://libraryguides.ccbcmd.edu/c.php?g=923200&p=6653845), and also the countries and cultures these populations come from (http://libraryguides.ccbcmd.edu/c.php?g=346524&p=2336753).
On the “Home” tab of each research guide, there is a list of databases you can use to search for sources. One of the most helpful ones for this assignment is “Opposing Viewpoints” (http://go.galegroup.com.ccbcmd.idm.oclc.org/ps/start.do?p=OVIC&u=balt47855).
Other helpful databases include:
SIRS Issues Researcher—“Viewpoint essays, topic essays, and news and magazine articles on controversial issues. Browse for topics or search.” (http://sks.sirs.com.ccbcmd.idm.oclc.org/webapp/issues-researcher)
Global Road Warrior—“Overviews of countries and their cultures.” (http://www.globalroadwarrior.com.ccbcmd.idm.oclc.org/)
International Newsstream—“News from outside the United States and Canada.” (https://search-proquest-com.ccbcmd.idm.oclc.org/internationalnews1/fromDatabasesLayer?accountid=3784)
US Newsstream—“News from the United States.” (https://search-proquest-com.ccbcmd.idm.oclc.org/usnews)
Let’s use the search strategies we learned in our mini lesson to help us find researched sources you can use in your unit essay!
First, let’s search for the keyword “refugee,” which returns 61,000+ results—WAY TOO MANY!
Next, let’s refine our search by using the Boolean operator “AND” to search for “refugee AND crisis.” You’ll notice that as we do, our search auto-populates as a popular term. Now, we’ve narrowed our search results to about 5,000, which is certainly more manageable than 61,000, but still not ideal.
Let’s see what happens when we search for “refugee AND crisis AND “Middle East”” with “Middle East” in quotes. Now, we’re down to about 380 results.
If we think that this number is too narrow, we could open our results back up by searching for “(refugee OR crisis) AND “Middle East”” with “refugee OR crisis” in parentheses to search for either term in combination with “Middle East” still in quotes.
We can also limit our search results by selecting “News” from the “Content Types” menu for a review of strictly newspaper articles and by using the “Limit Search by:” dropdowns such as “Subject,” “Publication Title,” and “Newspaper Section.”
Remember, in addition to incorporating evidence from Threads in support of your stance in your unit essay, you must also include 3 researched sources you find on your own using the CCBC Library’s databases!
Who are refugees?
When we began this unit a week ago, you may have had a specific image of a “refugee” in mind. However, like Threads author and artist Kate Evans, this image that you held has likely transformed. Today, we’re going to take a further look at just who refugees are and also discuss ways in which we can reframe the stereotypical refugee narrative.
First, we’ll watch the trailer for the documentary This is Home (https://www.youtube.com/watch?v=6k20z3BZpOM&ab_channel=SundanceInstitute) about Syrian refugees who’ve resettled in Baltimore. Some of the places and faces may look familiar!
In addition, USA for UNHCR (whose website we used for our “Refugee Facts” activity last week!) teamed up with BuzzFeed to produce this short video “Questions You’ve Always Wanted to Ask a Refugee” (https://www.unrefugees.org/news/questions-you-ve-always-wanted-to-ask-a-refugee/).
Lastly, this past June, in honor of World Refugee Month, 734 Coffee, which is run by Manyang Kher—a former Sudanese refugee, created the #REDEFINEREFUGEES social media campaign (https://734coffee.com/pages/redefinerefugees).
Using what you now know, I’d like you to work in your unit groups to create your own #REDEFINEREFUGEES campaign. Specifically, think through the following:
What did you previously believe about refugees? What do you believe about refugees now after hearing a few of their stories? What do you think most Americans misunderstand about who refugees are? How can you help to transform that incorrect and/or incomplete image?
Once you’ve discussed your responses to the questions above, plan your campaign:
Determine your audience Determine your message Determine your medium (e.g., image, video, text, etc.) Determine your hashtag(s) Determine your means of communication (e.g., Facebook, Instagram, etc.)
While you do not actually have to launch your campaign, be prepared to share your ideas with the large group!
How are we connected?
So far this unit, we’ve primarily focused on the refugee crises in the Middle East and Africa and how they’re affecting Europe. However, if you pay attention to the news, you know that we’re currently facing an immigration crisis in the U.S. as citizens of Mexico and several Central American countries seek asylum at the southern border.
In your unit group, you will be given copies of one of two articles—“How US foreign policy in Central America may have fueled the migrant crisis” from USA Today (https://www.usatoday.com/story/news/world/2018/12/21/has-united-states-foreign-policy-central-america-fueled-migrant-crisis-donald-trump/2338489002/) or “Trump’s war on refugees is tearing down US's life-changing resettlement program” from The Guardian (https://www.theguardian.com/us-news/2019/jun/26/trump-refugees-us-resettlement-program). (Don’t worry! By the time we finish our activity for the day, you’ll have had a chance to read and respond to both articles.)
As a group, read the article. You may choose to do so aloud together or silently to yourselves. As you read, write down every way the U.S.’s actions has affected the lives of the migrants. Some of these ways may be positive; others may be negative.
Once you are finished, discuss the following questions:
1. What information from the article surprised you?2. After reading the article, do you believe the U.S., as a country, is complicit in
causing the immigration crisis it’s now struggling to contain? Why or why not?3. After reading the article, do you feel a sense of personal responsibility for what’s
happening? Why or why not?
After all groups have discussed, we’ll come together as a class to share our insights.
What do others think?
A subtle yet recurring character throughout Threads is the political right—represented via text Evans sees on her phone (specifically, on p. 23, 24, 27, 32, 54, 72, 141, & 152).
While these messages are often brash and abrasive (and intentionally so!), their authors do bring up many points we hear in the current U.S. immigration debate.
As a unit group, review these pages in Threads, and make a list of the right’s concerns.
When you are finished, determine together whether or not you find these concerns to be legitimate—in other words, valid even if you personally disagree. For each concern you determine to be legitimate, explain why.
Once every group has completed their lists and written out their rationales, we’ll come together as a large group to see where we, as a class, agree/disagree.
Possible Responses
Refugees ruined their own homelands—therefore, they should have to stay Refugees are lying about needing asylum Refugees are only in it for the benefits Refugee children grow up to be terrorists A country’s first responsibility should be to its own citizens in need It is impossible to help everyone—the list of those in need is never-ending &
there is a finite amount of resources Handouts are not good for anyone—the giver nor the receiver Refugees take up citizen’s resources (e.g., spaces in preferred schools) Refugees need to be purged Being a social justice warrior is simply trendy
What can we do to help?
The second question of today’s quick write asked you to reflect on Evans’ argument that the solution to the refugee crisis is open borders.
Specifically, she argues that...
Immigration is happening Immigrants are needed “Illegal” immigrants should be legalized Accepting refugees makes economic sense
As a unit group, work to identify the reasons Evans gives in support of these claims as well as any sources she uses as evidence. When you are finished, discuss whether you find each point of her argument to be convincing. Why or why not?
Answer Key
Immigration is happeningo No one can prevent anyone else from leaving their homeland—especially
if they’re trying to save their lives Immigrants are needed
o Immigration leads to economic growtho Specifically, immigrants create jobs—they are disproportionately young,
motivated, & hard-workingo Immigrants are less likely to claim state benefitso Native populations are aging
“Illegal” immigrants should be legalizedo In addition, union representation should be strengthened & every worker
should receive a living wageo Doing so will prevent cheap immigrant labor from undermining wages
Accepting refugees makes economic senseo Removing all national barriers to migration would double global GDPo Inequality undermines the economyo Money funds the causes of the refugee crisis (e.g., subsidizing the arms
industry, costly bombing raids, etc.)
Sources Cited
“The Fiscal Effects of Immigration to the UK,” CreAM (Centre for Research and Analysis of Migration) (http://www.cream-migration.org/publ_uploads/CDP_22_13.pdf)
“The New Economic Case for Migration Restrictions: An Assessment,” IZA (Institute of Labor Economics) (http://ftp.iza.org/dp9730.pdf)
“Britain is now the second biggest arms dealer in the world,” The Independent (https://www.independent.co.uk/news/uk/home-news/britain-is-now-the-second-biggest-arms-dealer-in-the-world-a7225351.html)
“How Much Will Airstrikes On IS Cost Taxpayer?,” Sky News (https://news.sky.com/story/how-much-will-airstrikes-on-is-cost-taxpayer-10388441)
Mini lessons (adapted from English Composition I: Rhetorical Methods-Based https://www.oercommons.org/courses/english-composition-1/view)
Personal vs. Academic Writing
There are two main types of essays that you'll write in college: personal essays and academic essays. Personal essays are just like they sound—they rely primarily on personal experience as the source of evidence to prove the writer's points. Academic essays are the opposite—they rely primarily on the synthesis of research by experts as the source of evidence to prove the writer's points.
Our first essay on deconstructing our single stories was a personal essay (although you did incorporate some research!). Our second essay on Threads will be an academic essay.
In personal essays, it's necessary and expected that you use first person pronouns such as "I," "me," and "my." However, in academic essays, you'll want to stick to the third person (e.g., "he," "she," "they," etc.). Rarely, if ever, will you want to use second person pronouns (e.g., you) in either case—unless you are intentionally and purposefully creating a hypothetical situation or you want the audience to really see themselves in what you're saying.
In addition to using different pronouns, personal essays are typically more informal than academic essays and driven primarily by the author's voice. Academic essays, on the other hand, are formal, professional pieces of writing and driven primarily by the voices of experts on the topic in the form of quotes, paraphrase, and summary.
In summary, personal essays are focused inward and are often written to explore universal themes like what it means to be a human being while academic essays are focused outward and are often written about a specific topic or issue in order to inform, explain, summarize, analyze, and/or persuade.
Think about your own writing style. Which type of writing—personal or academic— comes naturally to you? How do you know? And why do you think that is? Share your responses with your unit group.
Once everyone has had the chance to share, work together to make a collaborative list of the changes you’ll need to make to your writing style to effectively switch gears from personal writing to academic writing. Be prepared to share your responses with the large group!
Finding Sources
There are several basic search strategies you can use to find credible and relevant researched sources:
Keywords- keywords reflect the main points of your research Boolean operators- help you return the best search results
o AND- all keywords appear in source o OR- at least one keyword appears in source o NOT- sources without keywords
Quotation marks- when searching for an exact phrase, put it in quotation marks Nesting- use parentheses to combine the strategies mentioned above Limits- can use to refine search results (e.g. "Limit to Library Collection,"
publication date, source type, etc.)
During today’s in-class discussion, we’ll have the opportunity to try these strategies out together as we work as a class to search for sources in the CCBC Library’s databases!
Evaluating Sources
*Instructor’s Note: I didn’t develop a separate mini lesson for this topic. Instead, I simply use “The C.R.A.A.P. Test” activity to review the evaluation criteria students should use to determine the credibility, relevance, and usefulness of their researched sources for their unit essay.
Developing an Argument
The purpose of an argument in writing is to convince readers of your point of view.
While an argument is based on an opinion, it is supported and explained by objective, factual evidence. This evidence may come in the form of research studies, expert testimony, data and statistics, historical precedent, current events, etc.
To effectively persuade an audience, writers need to use evidence that meets their readers' unique expectations and needs.
Writers introduce their argument to readers in their thesis statement. They then explain their argument via their main supporting points discussed in the body paragraphs of their essay. They offer any final thoughts on their argument in their conclusion.
The most successful writers use a range of evidence from a variety of credible sources to support their argument and present their argument in a clear, organized, and logical manner, which can be easily followed by their audience.
Responding to Counterarguments
The word "argument" automatically implies differing points of view on a topic. Avoiding ideas that conflict with your own gives readers the impression that you might be uncertain, fearful, or, worst of all, unaware of opposing points of view.
However, acknowledging and respectfully responding to perspectives different than your own helps to establish credibility between you and your audience. Doing so tells readers you are aware that you might think differently than they do and are unafraid to listen to other voices and give them space.
In addition, it's important to recognize the limits of your own argument. Essentially, this means letting your readers know that you are not the ultimate authority on your topic but just a single writer expressing their view.
Typically, you'll want to wait to introduce and respond to any counterarguments and limits of your own argument until the later body paragraphs of your essay—right before your conclusion. This sets you up well to present a balanced overview of your topic as you wrap things up.
Just keep in mind that you've taken your stance for a reason and are ultimately still arguing that your stance is the correct—if imperfect—one given the available evidence. In other words, while acknowledging your own limits and respectfully responding to opposing viewpoints, still firmly demonstrate why you believe you've landed on the "right" side of your topic.
Supporting an Argument
Once you know the argument you plan to make in your essay, you want to ensure that you adequately support your point of view via the integration of appropriate and convincing evidence.
For academic, research-based essays, the majority of your evidence should come from outside sources (i.e., NOT your own personal experience). In order to use the words, ideas, and findings of others successfully in your own writing, you'll want to follow the "ICE Method" of source integration (adapted from the Writing Center at Ashford University https://awc.ashford.edu/cd-integrating-quotes.html).
First, introduce the material you're inserting in support of your own line of thinking. Tell the reader where the information is coming from, who it belongs to, and why it's credible. (e.g., "According to the graphic novel Threads: From the Refugee Crisis, authored by award-winning cartoonist, artist, and activist Kate Evans,…)
Next, cite the source following the format for MLA in-text citations. You can do so in-sentence (e.g., "Evans (140) continues...") or parenthetically (e.g., "..." (Evans 140).).
Lastly (and perhaps most importantly!), explain how the information you've included relates to your own argument and serves to strengthen and/or prove the point you're trying to make (e.g., "As Evans’ drawings of her experiences during her volunteer trips to Calais demonstrate, the refugee crisis is more complicated than it first seems.").
In other words, it's not enough to simply drop information from another source into your own writing! Instead, you need to make what you include from outside sources meaningful to your readers by directly and clearly telling them how it connects to what you're saying and why it's important.
You will want to use the ICE Method of source integration EVERY time you include material from Threads and your researched sources in your essay—whether via summary, paraphrase, or quotes. Remember to use your sources purposefully, combining all three!
Activity Guidelines
Refugee Facts
Use the resources hyperlinked below from the USA for UNHCR website (https://www.unrefugees.org/) to answers the following questions:
1. Who is a refugee?2. Why do refugees flee their country?3. What does it mean to seek asylum in another country?4. What is a refugee camp?5. What are refugee camps initially like? How do they evolve over time?6. Approximately how many people are forcibly displaced worldwide?7. What 5 countries do 2/3 of refugees come from?8. Describe the refugee crisis in Europe: Who is coming? What are they trying to
do? How are they arriving?9. What role does the U.S. play in resettling refugees?10.Once a refugee is recommended to the U.S. for resettlement, what’s the vetting
process like? How long does it typically take?
Please write your responses in complete sentences. In addition, do not simply copy and paste from the webpages. Instead, look to translate the information into your own words and language (i.e., practice paraphrasing!).
Your group will only need to submit one copy of your responses via Blackboard. However, you’ll likely want to record your answers on a shared document (e.g., an Online Word document, a Google Doc, etc.) so you each have a copy. Creating a shared document together in class will also allow you to complete the work collaboratively for homework as necessary.
“What is a Refugee?” (https://www.unrefugees.org/refugee-facts/what-is-a-refugee/)
“What is a Refugee Camp?” (https://www.unrefugees.org/refugee-facts/camps/ )
“Refugee Statistics” (https://www.unrefugees.org/refugee-facts/statistics/ )
“Refugees in America” (https://www.unrefugees.org/refugee-facts/usa/ )
Refugee Facts (Answer Key)
1. A refugee is someone who has been forced to flee his or her country because of persecution, war, or violence. A refugee has a well-founded fear of persecution for reasons of race, religion, nationality, political opinion, or membership in a particular social group. Most likely, they cannot return home or are afraid to do so.
2. War and ethnic, tribal, and religious violence are leading causes of refugees fleeing their countries.
3. When people flee their own country and seek sanctuary in another country, they apply for asylum – the right to be recognized as a refugee and receive legal protection and material assistance. An asylum seeker must demonstrate that his or her fear of persecution in his or her home country is well-founded.
4. A refugee camp is intended as a temporary accommodation for people who have been forced to flee their home because of violence and persecution. They are constructed while crises unfold for people fleeing for their lives. These hastily built shelters provide immediate protection and safety for the world’s most vulnerable people.
5. Refugee camps are practical during emergencies for delivering lifesaving aid, but many refugees displaced are often living through protracted situations. The UN Refugee Agency initially delivers lifesaving emergency aid, but also transitions into long-term care for refugees. This brings about a new set of challenges. New challenges include delivering electricity to camps in the desert, ensuring that children have access to education, and helping prepare refugees for life after the camp with job and skills training. Responding to these challenges and the needs of refugees redefines what a refugee camp is and how best to respond to refugee crises. Camps are no longer simply rows of tents, they are communities filled with people preparing for brighter futures.
6. Approximately 70.8 million individuals have been forcibly displaced worldwide as a result of persecution, conflict, violence, or human rights violations.
7. Two-thirds of all refugees worldwide come from just five countries: Syria, Afghanistan, South Sudan, Myanmar, and Somalia.
8. The ongoing conflict and violence in Syria, Iraq, and other parts of the world is causing large-scale displacement and refugees are seeking safety beyond the immediate region. The lack of an increased number of legal pathways leaves so many people fleeing persecution with few choices, including many trying to reunite with family members in Europe. More than 1.4 million people have taken their chances aboard unseaworthy boats and dinghies in a desperate attempt to reach Greece, Italy, and Spain en route to Europe since 2015.
9. The United States resettlement program is the largest in the world, and the U.S. has been the global leader in resettling refugees since the 1970s.Refugee resettlement to the U.S. is traditionally offered to the most vulnerable refugee cases including women and children at risk, women heads of households, the elderly, survivors of violence and torture, and those with acute medical needs.
10.Once a refugee is recommended to the U.S. for resettlement, the U.S. government conducts a thorough vetting of each applicant. This process takes between 12 and 24 months and includes: screening by eight federal agencies including the State Department, Department of Homeland Security, and the FBI, six security database checks and biometric security checks screened against U.S. federal databases, medical screening, and three in-person interviews with Department of Homeland Security officers.
Contemplative Photography Activity (adapted from Stephanie Briggs)
*Instructor’s Note: This activity is a part of a larger contemplative student photography exhibit funded by a CBC Pedagogy Grant. For more information on the “Homespun” Exhibit and how you and your ALP class can participate, please see the “ALP Homespun Contemplative Student Photography Activity” (listed as “ALP (ENGL 101/ACLT053)”) located under the “Curriculum and Lesson Plans” tab on the CBC website (http://faculty.ccbcmd.edu/cbc/2019-2020_threads/index.php). We’d love to have you involved!
In the chapter “Invisible Cricket” (p. 33-35 of Threads), author Kate Evans meets fellow artist Sue who is running an art workshop in the Good Chance Theatre Dome at Calais.
As Evans writes on page 35 of the graphic novel, “Sue found something at the Jungle that broke through the linguistic and cultural barriers. Art.” Specifically, the refugees draw flowers, birds, hearts, and most poignantly, as Sue recounts, “…a lot of flags—a lot of homelands. They miss their homes. They need to fly the flag.”
Over the next few days, I want you to reflect on your own homeland, your own flag, your own home:
1. What is something that’s familiar and/or comforts you?2. What is something that you miss and/or long for?3. What makes you proud of where you come from?4. What do you wish you could change about it?
Take the time to really think. What memories come to you? How can you capture them?
Your task is to take ONE photo in response to each of the four questions listed above (i.e., a photo of something that’s familiar and/or comforts you, a photo of something that you miss and/or long for, a photo of something that makes you proud of where you come from, AND a photo of something that you wish you could change about it for a total of FOUR separate images).
These photos can be from a distance, up close, realistic, abstract—really however you choose to interpret this prompt as an original and independent artist. The one rule is that they CANNOT be posed or heavily edited. Your goal is to record authenticity and from it, create meaning. In summary, we want to see your home AS IS.
Once you have taken your FOUR photos, arrange them as a collage (see step-by-step instructions with screenshots below). You can arrange them however you like, but whatever layout you choose MUST use a 4:5 ratio.
Submit your completed collage via Blackboard as an attached JPEG file.
With your collage, please also submit a two-paragraph artist statement of your work, describing the images captured, summarizing what you learned about yourself and your home community while completing your collage, and analyzing how the pictures you took connect with and relate to the themes we’ve been studying so far in Threads.
Your artist statement should be submitted as a typed Word document saved using the naming convention “First Name Last Name Artist Statement” (e.g., Jocelyn Broadwick Artist Statement). It should be between 150-250 words in length and should include the unique and creative title of your photo collage in bold and centered at the top of the
page followed by the word “by” on the second line in italics and your first and last name (without any stylization) on the third line. Please use Times New Roman 12-point font and 1” margins and single-space the document.
Next class, you will each have the opportunity to share your collage and the key reflections from your artist statement with me and your classmates.
How to Create a Photo Collage: A Step-by-Step Guide*
*Please note that this guide assumes that you will be using a smartphone to take your pictures. If not, please contact me and/or your classmates to collaborate and share resources such as a camera, phone, laptop, etc. Working together, we will find a way for everyone to successfully participate!
1. Using your smartphone, take and save ONE photo in response to each of the questions above for a total of FOUR photos.
2. Next, search for and download the free app “Collage Maker – photo collage & photo editor” by InShot Inc.
3. Once the app has finished installing, open it, and select “Grid”.
4. From there, choose your four photos by clicking on them each once, and then click “Next”. If you are unable to locate your photos on this screen, you may need to click on the dropdown menu that says “Recent” and choose a new folder.
5. Click “Layout” to choose your collage arrangement. You are welcome to choose whatever layout you’d like so long as you are able to set the ratio as 4:5.
6. In order to check your ratio, please click “Ratio” and select “4:5”. When you are finished, click the checkmark. Then click the checkmark again.
7. Click “Save” in the top right corner.8. Email your collage to yourself by clicking “Email”. Please note, you may have to
scroll right to access this option.
9. Select your phone’s email app and change the “To” field to your email address. Hit send.
10.Open your email on a desktop or laptop computer.11.Download your attached photo collage, and open it in “Paint”.12.Click “File” and then “Save As” then “JPEG picture”. Save the collage using the
naming convention “First Name Last Name Photo Collage” (e.g., Jocelyn Broadwick Photo Collage) to an easily accessible folder on your computer.
13.When it comes times to attach your JPEG file in Blackboard, access it via “Browse My Computer”.
The C.R.A.A.P. Test
The CRAAP Test* is a list of questions to help you evaluate the researched sources you find. Use it to review the credibility, relevance, and usefulness of any potential references for your unit essay. Remember, in addition to using evidence from the Threads, you must also find and cite 3 additional sources as support for your argument!
Provide an MLA reference list entry for your source here:
What type of source is it? □ Book □ Journal Article □ Newspaper Article □ Magazine Article □ Web Page □
Other: _________
1. Currency: the timeliness of the information
When was the information published?
Is it recent enough to be relevant to your topic? Why or why not?
□Yes □NoExplain:
2. Relevance: the importance of the information for your needs
Does the information relate to your topic? □Yes □NoExplain:
Is the information written at an appropriate level?
□Yes □NoExplain:
Would you be comfortable using this source for a research paper?
□Yes □NoExplain:
3. Authority: the source of the information
Who is the author?
What are the author’s credentials or organizational affiliations?
What are the author’s qualifications to write specifically on this topic?
4. Accuracy: the reliability, truthfulness, and correctness of the content
Is the information supported by evidence? □Yes □NoExplain:
Are there citations or a reference list included?
□Yes □No
Are there spelling, grammar, or other errors?
□Yes □No
5. Purpose: the reason the information exists
Does the author make their intentions or purpose clear?
□Yes □NoExplain:
Does the point of view appear objective and unbiased?
□Yes □NoExplain:
Are there any political, ideological, cultural, religious, or personal bias?
□Yes □NoExplain:
*The CRAAP Test was developed by California State University, Chico
Arguments IRL
During today’s discussion, I promised you’d each have a chance to read both articles. Well, now’s that time!
Grab a copy of whatever article you’ve yet to read—either USA Today’s “How US foreign policy in Central America may have fueled the migrant crisis” (https://www.usatoday.com/story/news/world/2018/12/21/has-united-states-foreign-policy-central-america-fueled-migrant-crisis-donald-trump/2338489002/) or The Guardian’s “Trump’s war on refugees is tearing down US's life-changing resettlement program” (https://www.theguardian.com/us-news/2019/jun/26/trump-refugees-us-resettlement-program).
This time, as your group reads (either aloud together or silently individually), outline the author’s argument:
First, determine the thesis of the piece Next, identify the main points in the body paragraphs that support the thesis Lastly, reflect on how the thesis is illustrated and reinforced in the conclusion
What about the way the author’s argument is structured can you take and apply to the argument you’ll be making in your own unit essay?
Once every group is finished reading and outlining, we’ll make a master outline of the two arguments and discuss our takeaways.
Pew Research Debate
In the spring of 2018, a Pew Research Center (https://www.pewresearch.org/) survey found that Americans are currently split over the U.S.’s responsibility to accept refugees. Specifically, 51% of those surveyed believe that the U.S. has a responsibility versus 43% who believe the U.S. does not have a responsibility (https://www.pewresearch.org/fact-tank/2018/05/24/republicans-turn-more-negative-toward-refugees-as-number-admitted-to-u-s-plummets/). The results were further broken down by demographics including gender, race, age, education, and religion (https://www.pewresearch.org/fact-tank/2018/05/24/republicans-turn-more-negative-toward-refugees-as-number-admitted-to-u-s-plummets/ft_18-05-23_refugeeviews_demographic/).
For this debate, you will each be randomly assigned a role. A third of you will argue that the U.S. has a responsibility to accept refugees. A third of you will argue that the U.S. does not have a responsibility to accept refugees. And a third of you will be our judges.
Once your role has been assigned, you will get with your group and take 10 minutes to plan your argument (infinity bonus points awarded if you cite Threads and/or any of the many unit resources we’ve reviewed together as a class over the last few weeks as evidence when presenting your side!). If you are a judge, you will work with me during this time to develop criteria for a strong and convincing argument that wins the debate.
Each group will then have 5 minutes to present their side. After both sides have been presented, the groups will have 5 minutes to prepare a rebuttal and then 2 minutes and 30 seconds each to share their counterarguments.
When they are finished, the judges will decide our winner!
*Instructor’s Note: As an incentive to motivate students to work hard and fully participate, I typically offer a small prize (e.g., fun size candy bars). While everyone gets one at the end, the winners get first choice!
Collective Call to Action
*Instructor’s Note: I do not currently require service learning as a part of ENGL 101 or ACLT 053, but if you do, you could certainly incorporate your own activity!
Did you know that Baltimore is home to several prominent organizations assisting refugees?
The first is the International Rescue Commission (IRC) (https://www.rescue.org/united-states/baltimore-md). The second is the Baltimore City Community College’s Refugee Youth Project (RYP) (http://www.refugeeyouthproject.org/).
As a unit group, explore the websites for each organization as well as the ways to get involved listed below:
IRC In-Kind Donations https://www.rescue.org/announcement/donating-kind-items
IRC Amazon Wish Listhttps://www.amazon.com/registry/wishlist/2VZRBOEEKYHPB/ref=cm_sw_r_cp_ep_ws_IdMkBbGNSQR9F
IRC Volunteer Opportunities https://www.rescue.org/volunteer-opportunities/baltimore-md
IRC Jobs & Internshipshttps://rescue.csod.com/ats/careersite/search.aspx?site=1&c=rescue
RYP Volunteer Opportunities http://www.refugeeyouthproject.org/get-involved/
Before we finish our unit on Threads, commit to taking some sort of collective action—whether it be making a donation, volunteering, or simply raising awareness about the good work these local organizations are doing on behalf of the refugee community. Feel free to have fun and get creative!
You will share your chosen collective action (or plan for one!) at the end of next week during your Threads Essay group presentation!
Scaffolded Activities (ACLT Only)
Character Chart
Throughout Threads, you will encounter many different characters. As author Kate Evans reminds us on p. 6, these “characters” are real people—or, at least, their stories are inspired by the real people she met, whose identities she’s sometimes chosen to alter and/or conflate in order to protect. Like any story, some characters will be major while others will be minor. Yet, all make important contributions with a lasting effect.
As you read each assigned section of Threads, work to complete the character chart below. While I’ve listed the specific characters—or, at times, groups of characters—you’ll want to pay special attention to, it’s your responsibility to record the significance of what they say, what they do, how they think, etc. as well as their take on the global refugee crisis. Remember, by filling out this chart as you go, you’re preparing yourself to write your unit essay by generating potential content!
Character(s) Significance (i.e., important things they
say, do, think, etc.)
Their Take on the Global Refugee Crisis
Kate & Donach
Sue & Jet
Collective Volunteer Voices
Old Afghan Man, Evser, & Pregnant Woman
Cano & Khebat
Hoshyar & Alaz
Collective Refugee Voices
Collective Conservative Right Voices (Marine Le Pen, Theresa May, online commenters, etc.)
Themes Word Cloud
As you read, you’ll also encounter many different themes that are explored throughout the graphic novel. Each time you pick up on one, go ahead and add it in the space below. Feel free to get creative using size, color, drawings, etc. to illustrate the themes and also their level of importance.
*Instructor’s Note: While the themes each student records will obviously be unique, a list of potential themes includes barriers, borders, bureaucracy, compassion, complicity, destruction, dignity, family, fear, hate, home, hospitality, misinformation, misunderstanding, resiliency, safety, sovereignty, transitory, uncertainty, and unity.
As you explain the activity, it might be helpful to show an example word cloud like the one below, which was generated by a Google search for “word cloud refugee” (https://www.google.com/search?q=word+cloud+refugee&hl=en&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjo2rnj7PDjAhWFnFkKHWtxDVsQ_AUIECgB&biw=1309&bih=743&dpr=1.65).
Research Report
As I mentioned earlier in ENGL 101, in order to fully understand the plight of the refugees who migrated to Calais, we first need to learn more about where they come from and also the various reasons why they left. One of the best ways to do so is by researching their home countries.
Resources like encyclopedias are generally the best place to start when searching for important background information on your topic like this. Today, we’ll be using the “Countries of the World” database (https://www.britannica.com/topic-browse/Countries-of-the-World) of the Encyclopedia Britannica (https://www.britannica.com/) to research a few of the specific countries from the Middle East and Africa that the migrants Kate Evans meets fled.
Find a partner. Once you have a partner, choose a country from the list below that you would like to research. After everyone is paired up and all the countries have been assigned, review the Encyclopedia Britannica entry on your chosen country. You can navigate between the different sections of the article by scrolling or by using the hyperlinked “Contents” on the left-hand side of the screen.
In addition to recording general facts and statistics about the region, be sure to be on the lookout for any factors that would force inhabitants of the area to leave their homeland and seek asylum in Europe.
Once everyone is finished their research, each pair will have 5 minutes to present their findings and also to answer any follow-up questions from the class. After everyone has had a chance to share, we’ll work together as a large group to compile a comprehensive list of the various factors that have contributed to the current global refugee crisis.
Afghanistan (https://www.britannica.com/place/Afghanistan) Eritrea (https://www.britannica.com/place/Eritrea) Iraq (https://www.britannica.com/place/Iraq) Sudan (https://www.britannica.com/place/Sudan) Syria (https://www.britannica.com/place/Syria)
This Is Home
Up until this point, we’ve focused exclusively on the refugees seeking asylum overseas, but what about those seeking asylum in our own communities? What do their lives look like? What are their stories? Today, we’ll watch This Is Home: A Refugee Story (https://www.amazon.com/This-Home-Refugee-Alexandra-Shiva/dp/B07GL9L8LQ/), which we previewed earlier in ENGL 101. Alexandra Shiva’s awarding-winning documentary chronicles the lives of four Syrian families “forced from their homes and separated from loved ones” as they “are given eight months to resettle and become self-sufficient in Baltimore.”
Although we won’t have enough time to finish the film in class today, we’ll make sure to find time to watch its conclusion before the end of our unit!
*Instructor’s Note: As an alternative to watching the documentary (available via Amazon Prime Video’s Epix 7-day free trial!), this would be a great place to include a visit from an Intercultural Dialogue speaker—specifically about their experiences as a refugee. To request a speaker, email Entela Xhane, Coordinator of Global Professional Programs ([email protected]). If you go this route, just remember to allow a few weeks for processing!
Essay Planning (adapted from Lauren Pollak)
Now that we’re halfway through our unit on Threads, it’s time to begin thinking about what you want to write for your unit essay! Specifically, the prompt asks you to “write an argumentative essay in which you respond to the burden of knowing. In other words, having borne witness to these realities abroad, as well as the realities of refugees seeking asylum in our own country and even our own community, what—if anything—should be done? How should these reforms be enacted? And perhaps most importantly, whose responsibility is it to affect change?”
In order to help you determine your stance, as well as your argument, you’re going to complete 3 essay planning activities, which will also assist you as you work to draft your thesis, supporting reasons, and call to action over the weekend for ENGL 101.
The first step is prewriting:
Review the “Essential Questions” listed in the unit essay prompt:o What factors have led to the current global refugee crisis?o How do the choices we make as individuals—and as a country—affect
others around the world? o Is having a safe place to call home a human right? And if so, how do we
ensure it’s guaranteed and not just a luxury? Based on EVERYTHING we’ve covered so far in both ENGL 101 and ACLT 053,
free write your responses to them. Next, pull out your Character Chart. Whose story(ies) have you been most
compelled by? Why? List them and explain your reasoning. Also, take another look at your Themes Word Cloud. Which keep coming up for
you again and again? How come? How do you personally relate to them? Lastly, how has Threads, the other resources we’ve reviewed in class, and the
researched sources you’ve found on your own helped to shape your view on this topic? Which might you use as evidence? What research still needs to be done?
Once your prewriting is complete, you’re ready to write your essay proposal! Specifically, write a 1-paragraph proposal of your essay’s purpose in which you:
Clearly state your stance. List 3-5 reasons you believe what you do. Determine which characters, themes, and other evidence from Threads you will
use to support yourself. Determine the information from your researched sources that support your ideas. Clearly state what you want the audience to know, understand, believe, or do.
Lastly, put together a brief annotated bibliography of the 3 researched sources you plan to use as support (For guidance, please see this resource from the Purdue OWL: https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/index.html). For each researched source:
List the MLA “Works Cited” entry information. Summarize the source. Evaluate the source’s usefulness. Analyze specifically where and how you plan to use the source in your essay.
Comic Strip
In the first chapter of tonight’s reading, “Fairytale” (p. 146-151), Kate Evans writes two very different endings for her friend Hoshyar. One is happy and the other much less so.
For today’s activity, you will also draw two very different comics. In the first, you should depict the global refugee crisis as it currently is. In the second, you should draw what the world would be like if everyone had a safe place to live.
You will NOT be graded on your artistic abilities! However, you will be assessed on the level of detail you choose to include, as related to our previous class readings, discussions, and assignments, as well as your engagement with this activity and effort.
Before you begin drawing, you’ll likely want to map out the stories you plan to tell (i.e., figure out the arcs of the narratives and then plot the scenes one-by-one by deciding what should happen in panel #1, panel #2, panel #3, etc.). You can incorporate the real-life stories of the “characters” you’ve met via Threads, This Is Home, the news, our other course materials, and/or your own research OR you can choose to invent completely new ones! The only rule is that whatever you create must be original—in other words, told in your own language and with your own images and not simply a copy of someone else’s work.
Feel free to use the colored pencils, crayons, markers, and other supplies provided! In addition to filling each panel with pictures, don’t forget to title both strips and also to add text to the frames as appropriate. When everyone is finished, you’ll each have a chance to share your creations—and specifically how the two stories contrast—with the class!
*Instructor’s Note: The worksheets for the comic strips can be found below. They can be printed as a single double-sided page. You’ll need to provide students with the aforementioned drawing supplies (e.g., colored pencils, crayons, markers, etc.). Encourage them to have fun and get creative! This is a rare opportunity for them to reimagine the world as it could be.
Title: _________________________ By: _________________________
1 2
3 4
5 6
Title: _________________________ By: _________________________
1 2
3 4
5 6
Source Integration Practice
Earlier today, in ENGL 101, we reviewed the ICE Method of source integration. But what does this look like in practice?
Luckily, both Deirdre Shesgreen’s USA Today article “How US foreign policy in Central America may have fueled the migrant crisis” (https://www.usatoday.com/story/news/world/2018/12/21/has-united-states-foreign-policy-central-america-fueled-migrant-crisis-donald-trump/2338489002/) and Amanda Holpuch’s article for The Guardian, “Trump’s war on refugees is tearing down US's life-changing resettlement program” (https://www.theguardian.com/us-news/2019/jun/26/trump-refugees-us-resettlement-program), which we reviewed last week, make effective use of outside sources.
Divide into two groups. One group will review Shesgreen’s USA Today article while the second group reviews Holpuch’s article in The Guardian.
As your group reads your piece, identify the outside sources used. Next, determine whether each source was integrated via quote, paraphrase, summary, or a combination of these methods. Finally, examine the way each source is introduced, cited, and explained in the article—are all 3 steps of the ICE Method utilized?
When both groups are finished reviewing their assigned articles, we’ll come together as a large group to discuss the similarities and differences in how outside sources are included in each piece. Specifically, we’ll look at which author did a better job and also reflect on what you’ve gained from this exercise regarding how you’ll want to go about including outside sources in your own unit essay.
Circle Practice (adapted from Stephanie Briggs)
Now that we’ve finished reading Threads, I’d like for us to take a collective moment to honor where we each come from.
On Tuesday, you were asked to bring in an item that is a reflection of the word “home.” Go ahead and take that item out now.
We will each go around and briefly—in just a couple minutes—share what the item is and also what it means to us. Once you are finished sharing about your item, please place it on the table.
As your classmates share, practice being present and truly listening to their story. There will be no follow-up questions and there shouldn’t be any interjections. Just sit still and be.
Once all items have been described and placed, we will sit in silent reflection of them for a few moments before discussing together why the items we brought and the stories we told about them are valuable and also why having a sense of place, having a sense of identity, and having a sense of home is so important.
*Instructor’s Note: This activity is intentionally meditative. In order to set the tone, it may work best if you share first as the instructor. To make this practice and the placement of the items feel more sacred, consider bringing in a tablecloth, a bouquet of flowers, and/or a few candles. It might also help to create a sense of calm and peace if you turn off the computer, projector, and lights. At the end, ask the students if you can take a picture of the “altar of home” you’ve created together as well as one with them gathered around it.
Peer Workshop
For our peer workshop, we’ll again be focusing on revision! Remember, revision is about making BIG, comprehensive changes to your writing regarding content, organization, and style—in other words, not the small sentence- and word-level changes that make up editing and proofreading.
At the end of your peer review, you may realize you need to move a few paragraphs around, clarify the main points of your argument in support of your thesis, and/or incorporate more evidence to adequately prove your claims. This is all NORMAL and to be expected at the rough draft stage. Once these overarching structural changes are made, then—and only then!—are you ready to edit and proofread.
As a group, read each of your peers’ essays. To begin, decide which essay you would like to review 1st, 2nd, 3rd, etc. Once the order is set, read the 1st essay focused specifically on the following revision questions (i.e., Do NOT edit OR proofread!):
What is the author’s stance on the global refugee crisis? What is their thesis? Does it match up with the information presented throughout the rest of the essay? If not, what specifically needs to change?
How does the author support their stance? What sources of evidence do they use? Are they reliable and convincing? Could any points be strengthened by the inclusion of further evidence? Does any evidence need to be removed and/or replaced?
Does the author anticipate counterarguments? If so, which ones are addressed? If not, which ones are missing?
How is the essay organized? Does the organization make logical sense? As a reader, are you able to clearly follow the author’s argument? And if not, what would help you do so?
Does the introduction include all necessary background information and/or any other important context? Does the conclusion include a clear call to action? Does each body paragraph begin with a topic sentence that states one of the reasons in support of the thesis? Again, if not, what specifically needs to change?
Does the author maintain a formal, academic tone throughout the piece? Do they use any personal pronouns that should be eliminated? What about contractions? Do they need to remove any personal examples as support from their writing?
What does the essay do well? What needs to be improved? What’s the best advice you can give this author regarding the changes that should be made?
If your essay is the one currently being read, go ahead and reread it yourself, taking notes on the questions above.
When everyone is finished reading, discuss the essay, answering the revision questions above one-by-one. As your classmates discuss your essay, quietly jot down any helpful tips and ideas they come up with. Feel free to answer any questions they ask you directly and to ask your own questions of them once they’re finished discussing. For the most part though, think of this workshop as a practice in the art of listening.
Once your group is finished, move on to the next essay, and repeat the process until everyone’s rough draft has been read and critiqued. While you will be in charge of managing your time, you’ll likely want to spend between 10-15 minutes on each piece.
Group Presentation (adapted from Kris Messer)
Together, in your unit group, you will create a 10-minute PowerPoint or Prezi presentation (7 minutes presentation and 3 minutes questions/discussion).
Your presentation should include the following:
A title slide with your presentation’s title, your names, and a group photo An introduction slide that lists 3-5 questions and/or concepts your group explored
during this essay unit (i.e., What topics were you most interested in? What issues did you find yourselves talking about? Where did those conversations take you?)
A slide for each group member’s essay explaining…o The stance you took on the global refugee crisis and whyo The strongest point you make in the essay and how—specifically—you
make this point (i.e., What evidence do you use to support your point, and how do you present it to your audience in a compelling way?)
o One quote from Threads that influenced your stance on the refugee crisis and what about these words you connected with
o An image that communicates the heart of what you say in your essay A slide that details 3-5 ways your essays’ central ideas or themes intersect A slide that demonstrates your group’s chosen collective action (or plan for one!)
Each group member must present their individual slide and one group slide.
To receive full credit for your presentation, each group member must be present, and you must submit a copy of your presentation via Blackboard before class begins.
Revision Plan (ACLT only)
Earlier today, in ENGL 101, you received feedback from your peers on your writing. In order to help you sort through the advice they gave and structure it in an actionable way that will be most useful to you as you revise your rough draft of your Threads essay over the weekend, you’re each going to create a revision plan.
The best revision plans do 3 things: 1. name, 2. prioritize, and 3. organize. Specifically, they alert you to what you need to cut, add, modify, move, separate, detail, condense, and/or rewrite.
Here’s an example of a weak revision plan:
1. Revise my thesis2. Add more examples3. Cut unneeded material4. Fix grammar
Here’s an example of a strong revision plan:
1. Rewrite my thesis. Right now, it makes a statement about my topic but doesn’t introduce the reader to the specific angle from which I’m approaching it (i.e., my argument). Here’s what it should be instead: “…”
2. Modify my topic sentences. Each one should be directly related to one of my reasons in support of my thesis. In addition, the evidence I provide in the rest of the body paragraph should exclusively work to prove the claim I make here.
3. Detail the example from my researched source in my 1st body paragraph. While it’s strong evidence to include, I don’t really put it into context or explain. The reader won’t understand how it works to prove my point here unless I provide them with enough information and discuss its significance.
4. Move the 2nd body paragraph right before my conclusion. It discusses my strongest main point and is a natural place for me to counterargue. This paragraph will have the most impact if I save it until the end. Plus, it makes more logical sense here as all of my other body paragraphs lead up to it.
5. Add my call to action to my conclusion. While I’ve restated my thesis and summarized my essay’s main points, I haven’t told the reader what I want them to know, understand, believe, or do as a result of reading my essay.
What differences between these examples do you notice? What makes one revision plan more helpful than the other?
Based on the feedback you received during our peer workshop in ENGL 101, create a revision plan for your unit essay. As you do so, be sure to 1. write a clear, organized plan using strong, specific action verbs and 2. prioritize revision tasks via a detailed explanation of/rationale for the changes you plan to make. Remember, you want to make your plan as instructive as possible! Trust me, you’ll be thankful you did when you go back to actually make the necessary changes to your essay.
As you each work on your revision plans, I’ll call you up one-by-one for a brief mini conference with me. In your conference, we’ll discuss your planned revisions and also highlight and celebrate the current strengths of your Threads essay!
“Homespun” Exhibit Prep (ACLT Only)
Earlier this semester in ENGL 101, you each submitted a photo collage and artist statement. Today in ACLT 053, we will work together to frame your images, and those of your classmates, and also to assemble our class’ artist statement plaques in preparation for your work to be displayed at the ALP “Homespun” Contemplative Student Photography Exhibit.
To begin, please find your professionally-printed 8x10 photo collage. In addition, please select the photo collage of one of your ENGL 101 classmates. Once you have located the two collages, pick up materials to create two 11x14 frames including a black border, a white backing board, and a clear plastic bag.
Once everyone has their two photo collages and framing supplies, I will pass out masking tape, scissors, rulers, and double-sided tape squares. Please follow the assembly directions below carefully, and share the supplies with your classmates!
How to Frame a Photo Collage: A Step-by-Step Guide
1. Take the black border and lay it on top of the white backing board so the two pieces match up perfectly when in portrait (vertical) layout orientation.
2. Use the masking tape to secure the top of the black border to the top of the white backing board by folding the black border facedown (i.e., white side facing up) directly above the white backing board.
3. Push the two pieces together so they are touching and the bottom corners of the black border and the top corners of the white backing board match on both the left and right sides.
4. Once both pieces are in place, measure and rip off a 7” piece of masking tape. 5. Attach the tape along the crease where the black border and white backing board
meet. There should be an equal amount of tape on both pieces. 6. Press the tape down firmly, smoothing out any bubbles. 7. When you are finished, fold the black border towards you, and lay it to rest on top
of the white backing board. You may need to adjust the two pieces so no masking tape is poking through at the top.
8. Reopen the frame, and center the photo collage against the white backing board. Once you think you have it set, fold down the black border to see if the collage is in the center of the frame. If not, reopen the frame, and adjust it accordingly.
9. Once the collage is in the correct centered position, grab two double-sided tape squares.
10.Remove the plastic film from both sides of both squares, and secure one each to the bottom corners of the white backing border (one on the left and one on the right).
11.Once the double-sided tape squares are in place, press down on the black border to fasten them.
12.Voila—you have your frame! 😊 To protect it, place it in the clear plastic bag.
Once you have finished framing the photo collages, please move on to mounting your own artist statement, as well as the artist statement of your ENGL 101 classmate whose photo collage you framed, using the additional supplies provided and noted below.
How to Mount an Artist Statement: A Step-by-Step Guide
1. First, trim the artist statement so there is 1” of white space surrounding the text on all sides. (There should already be 1” of white space on the top and on the right and left sides. However, you will need to use a ruler, a pencil, and scissors to mark and create the 1” margin on the bottom.).
2. Once the statement is trimmed according to the specifications above, choose a piece of cardstock to use as the background.
3. Just like you did in step one, trim the cardstock. It will naturally fit evenly with the right and left sides of the artist statement, so you’ll simply want to place the trimmed artist statement on top of the cardstock, arrange it so the artist statement is ½” from the top of the cardstock, and then measure, mark, and cut the cardstock ½” down from where the artist statement ends.
4. Once you have your artist statement and cardstock trimmed, center the artist statement on top of the cardstock, and use a glue stick to adhere the pieces. You may need to press down firmly on the artist statement to ensure it is secured to the cardstock. You may also need to smooth out any air bubbles that appear.
5. Voila—you have your mounted artist statement! 😊 To protect it, place it with its corresponding framed photo collage in the clear plastic bag.
After everyone has completed both activities, we’ll use the remaining time in class to watch the rest of This Is Home—the documentary about the four Syrian refugee families who resettled in Baltimore, which we began during Week 2!
*Instructor’s Note: This activity is ONLY for ALP sections participating in the “Homespun” Exhibit mentioned previously in the instructor’s note under the “Contemplative Photography Activity” featured during Week 1 of the unit in ENGL 101. If your class did not sign up to participate, you can simply finish watching This Is Home or another alternative activity that you plan. However, if your class did sign up to participate, I will do my best to provide you with your students’ printed collages, as well as the frame making and artist statement mounting supplies, at this time. If, for some reason, the prints have not arrived by this date OR I am not able to deliver everything to you before you need it, you should still have the full next week, Monday, October 21st, through Friday, October 25th, to complete this task.